Abstract

TOCRE FRACCHIA, Jacqueline Milagros; MATOS LIZANA, Julio Cesar  and  NANEZ JAVIER, Nancy. Severe disability and multiple disabilities in the transition to adult life. Revista InveCom [online]. 2025, vol.5, n.4, e504026.  Epub June 20, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14833819.

This article analyzes the experiences of the “Centros de Educación Básica Especial” (C.E.B.E.) of the “Unidad de Gestión Educativa Local” (U.G.E.L.) 03 in Lima, Peru, in the transition to adult life of students with severe and multiple disabilities. Through a qualitative methodology, data were collected through structured interviews directed to teachers with more than 10 years of experience in this educational modality. The results highlight the importance of self-sufficiency skills, the design of transition projects and family involvement as fundamental pillars to guarantee effective inclusion and quality of life for students. The results reveal that, although there are individual efforts, there is still an absence of structured normative plans. It is concluded that it is essential to implement comprehensive programs that include families and promote student autonomy (Basu et al., 2023; Fullana, Pallisera & Martín, 2015). The analysis highlights the need to strengthen pedagogical, curricular and family strategies that facilitate this process.

Keywords : Severe disability; special basic education; multiple disabilities; transition to adult life.

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